Understanding of earth and space science concepts: Strategies for concept building in elementary teacher preparation
Başlık çevirisi mevcut değil.
- Tez No: 400392
- Danışmanlar: PROF. DR. OLGA S. JARRETT
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2006
- Dil: İngilizce
- Üniversite: Georgia State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim İletişimi ve Planlaması Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 236
Özet
Özet yok.
Özet (Çeviri)
Research on conceptual change provides strong evidence that not only childrenbut also many adults have incorrect or incomplete understanding of science concepts.This mixed methods study was concerned with preservice and inservice teachers?understanding of six earth and space science concepts commonly taught in elementaryschool: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soilformation, and earthquakes. The first part of the study determined and compared the levelof conceptual understanding held by both groups on topics they will need to teach in theGeorgia Performance Standards [GPS]. The second part focused on whether readings orhands-on learning stations, in some cases combined with concept mapping, improvespreservice teachers? understanding of these concepts. The third part described theapplication of conceptual change strategies of one group of preservice teachers duringtheir field placements. The overall sample was two cohorts of preservice teachers, onecohort of preservice teachers from an alternative initial certification program, and twomasters? cohorts consisting of inservice teachers. Four data sources were: a six itemopen-ended survey, concept maps, the field assignments, and the researcher?s field notes.Rubrics were used to score answers to each survey question. Concept map scores werecalculated based on the criteria developed by Novak and Gowin (1984).The first part of the study shows that both preservice and inservice teachers havelow conceptual understanding of the earth science concepts taught in elementary school.Independent samples t-tests results indicate that both groups have similar understandingabout these concepts. A two way ANOVA with repeated measures analysis demonstratedthat readings and learning stations are both successful in building preservice teacher?sunderstanding and that benefits from the hands-on learning stations approached statisticalsignificance. A paired samples t-test shows that concept mapping added to theparticipants? conceptual understanding whether the participants learned the conceptsthrough readings or stations. Finally, field assignments allowed the participants to applyknowledge that they learned in their science methods course in their classroomplacements. This study has implications for teacher preparation programs, staffdevelopment, and conceptual change practices in field placements.
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